TWS 4/ Assessment Plan

Overview:
My Instructional Unit was based upon understanding addition and subtraction. The
pre-assessment given to students consist of a one-page fact fluency worksheet.
Within the worksheet, students will be assessed on ten addition and ten subtraction
problems. Students will also be asked to show how they arrived to the answer. An
example of showing their work will be provided, so that students fully understand
the directions. Even though some of the material covered in this unit will be a
review from first grade this pre-assessment will help me determine if the students
have the foundational skills to begin where the unit begins. If students are not
showing readiness, a basic review of addition and subtraction will be necessary.
This pre-assessment will be scored using a 100 point-scale. During assessments will
daily practice of addition and subtraction through morning work, independent work
during group rotations, anecdotal notes during rotations, check my progress
quizzes, and class discussion. All of the formative assessments given during the unit
will be used to plan remaining lessons based on the feedback received from the
assessments. Formative assessments will be recorded but not counted against the
students. The post-assessment will consist of an end-of-unit test that requires
students to solve addition and subtraction problems using a variety of strategies,
and using their knowledge of addition and subtraction to relate the two in two-step
word problems. This assessment will include 25 questions and will be graded on a
100-point scale.
Pre-Assessment: (See attachment 1) *Day 1 of Unit 1
The purpose of the pre-assessment given provides the teacher with two pieces of
vital information. First, the pre-assessment measures whether or not the student
possess the foundational skills necessary to be able to work proficiently through a
unit involving addition and subtraction. These skills include things such as the
ability to add and subtract fluently and accurately using mental strategies. Second,
the pre-assessment will measure the students current knowledge regarding
addition and subtraction. All of this information is important because it will guide
each lesson within the unit. The most crucial part of a pre-assessment is to provide
the teacher with an appropriate stating point. Remedial lessons have already been
planned for the more difficult skill concepts, and these lessons will be used during
the small group instruction rotation.
I will score the pre-assessment based on the percentage of problems answered
correctly. If students receive an 80 % or above on the pre-assessment, I will begin
the math unit with an understanding that all students possess the foundational skills
to understand the upcoming math skills. If students score below 80 %, I will
provide extra support for these students during math rotations. I will review the
pre-assessments and take anecdotal notes on particular skills that students
struggled with the most. I will form my small groups using this information.

During Assessments: *Throughout Unit

The purpose of all during assessments is to monitor student progress toward the
goal of achieving the lesson and unit objectives. During assessments are vital pieces
of information and must be analyzed closely to provide the correct next step in
instruction. If students demonstrate success toward the lesson objective, then the
lesson can proceed as planned. If students do not demonstrate success toward the
lesson objective, then the lesson must be adapted so that the students needs are
met.
The first type of during assessment that will be used is a class discussion. This
portion comes directly after I have briefly introduced the lesson and modeled one
problem for the class. A class discussion will always be used at the beginning of the
lesson to capture the students attention. During the class discussion, I will probe
the students using questions.
The second type of during assessment that will be used will involve the students
work throughout the three rotations. During the first rotation, students will be
working independently on their math workbook pages. Students are allowed to
discuss any problems encountered during this rotation with their table members as
long as the conversation relates to the math problem. Students record any problems
they had trouble with and discussed during this rotation, this holds the students
accountable, and I use this note card to call on the students to explain during our
sharing time. The work pages and note cards are collected and analyzed for during
assessment data. During the second rotation, students are working with me at the
back table. During this time, I focus on specific math skills that the students are
struggling with. Anecdotal notes are used for the assessment piece during this
rotation. During the third rotation, students practice the math skill taught using a
math game. Each group member has a worksheet that goes hand in hand with the
game that holds the students accountable. This worksheet is turned into the teacher
after the rotation and the information from the worksheet is collected of for during
assessment data.
The third type of during assessment that will be used are the Check My Progress
worksheets located in the students math workbooks. Check My Progress
worksheets come up after every four lessons. The worksheet includes several
problems from each previously taught lesson. Check My Progress worksheets
serve as graded quizzes throughout the unit.
All of the during assessments used during this unit will be used independently and
in conjunction with one another to determine the path of future lessons as well as
when students will be fully prepared for the post-assessment given at the end of the
unit.

Post-Assessment:
The purpose of a post-assessment is to see what the students have learned
throughout the unit according to the lesson and lesson objectives. This information
is vital to me because it helps me determine if my instructional decisions were
effective and resulted in student learning. If the results show that my instructional
decisions were ineffective, I will monitor and adjust my decisions for future lessons.
The post-assessment will consist of 14 questions involving various formats and the
use of different math strategies. The students will be required to apply their
knowledge to truly demonstrate understanding of the math skills taught during this
unit.
I will score the post-assessment based on the percentage of problems answered
correctly. The goal is for everyone to achieve for more than 85 % correct on the
post-assessment. This will allow me to conclude that the students have the ability to
apply their understanding of addition and subtraction using different strategies. If
students score below the 85 % mark, I will closely examine the mistakes and
determine whether or not the material needs to be retaught as a whole class or in a
small group setting.
Lesson Objectives

Assessments

Lesson Objective
1: Students will
use the
Commutative
Property and the
Identity Property
to find sums.
Lesson Objective
2: Students will
use a number line
to count on when
adding.
Lesson Objective
3: Students will
use doubles and
near doubles to
find sums.
Lesson Objective
4: Students will
make a 10 to solve
addition
problems.
Lesson Objective

Pre-Assessment
DuringAssessment
Post-Assessment

Format of Formative
Assessments
Pre: The preassessment consists
of a one-page fact
fluency worksheet.
Students will answer
10 subtract
problems and 10
addition problems.

Accommodations

During: Class
discussion, small
group discussion,
addition/subtraction
math games, small
group instruction
with anecdotal
notes, and Check
My Progress
worksheets located
throughout Chapter

During: Leveled
groups will be
formed so that all
students needs
are being met.
Extra practice
worksheets and
math game will be
given to those
students who
finish early.

Pre: The preassessment will be

given orally so that
the students
inability to read
doesnt affect their
knowledge of the
material.

5: Students will
add three
numbers to find
the sum.
Lesson Objective
6: Students will
count back to find
the difference
Lesson Objective
7: Students will
subtract zero or
subtract all to find
the difference.
Lesson Objective
8: Students will
use doubles facts
to find the
difference
Lesson Objective
9: Students will
use addition facts
to subtract
Lesson Objective
10: Students will
use subtraction
facts to help find
the missing
addends.
Lesson Objective
11: Students will
use related facts to
write fact families.

Post: The postassessment consists

of 14 question
worksheet assessing
the students
knowledge of
different addition
and subtraction
strategies.

Post: The postassessment will be

given orally so that
the students
inability to read
doesnt affect their
knowledge of the
material.